| Summary: | 碩士 === 臺北市立師範學院 === 視覺藝術研究所 === 93 === The purposes of this research were to explore contents of teacher’s professional autonomy of visual arts in elementary school. Secondary, to clarify influential relations of female elementary school teacher’s professional autonomy of visual arts. Lastly, to clarify relations of Feminist perspectives and teacher’s professional autonomy of visual arts.The research was conducted by case study in qualitative methodology. The research methods were through the literature review, interview, observation and data collection. The research results are：(1) contents of elementary school teacher’s autonomy of visual arts are including: (1.1) according teaching responsibility and teacher’s professional ethic, to enjoy professional freedom; (1.2) to participate organization decision-making; (1.3) to keep profession quality(2) influential relations of female elementary school teacher’s professional autonomy of visual arts are including five dimensions: (2.1) art teacher training institution; (2.2) educational administrator’s authority; (2.3) teacher professional organization; (2.4) social pressure groups; (2.5) art teacher’s professional autonomy conscience.(3) relations of Feminist perspectives and teacher’s professional autonomy of visual arts are including four dimensions: (3.1) position; (3.2)authority; (3.3)empowerment; (3.4)caring.According to the results of this study, the author also made some recommendations to teacher training institution, school administrator, educational administrator, elementary school teacher of visual arts and further research in the future.
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